Salt And Sand Lab Report Essay Example

Salt And Sand Lab Report Paper Evaporation is a process where two liquids or solid mixed into a liquid can be separated. To separate two liquids mixed together, the liquid is boiled over a Bunsen burner until one liquid is completely evaporated. To separate a solid within a liquid, the liquid is completely evaporated and a solid will remain, which is called a residue. Procedure/Data: 1. Preheat a clean evaporating dish for 5 minutes; then cool and mass the dish. Mass of empty dish: 28. Egg 2. Set scale to zero after placing an 80 or 100 ml beaker on it; then add the mixture given to you into the beaker and record the mass of the mixture. Mass of mixture: 2. Egg 3. Add 15. Ml of water to the beaker; stir well and filter the contents through filter paper into the pre-massed evaporating dish. 4. Add 5 ml of water to the beaker, stir well and filter the evaporating dish. 5. Set up an evaporation set up and heat the contents in the evaporating dish, over a wavy flame to avoid splashing, until all water is evaporated. 6. Allow dish and residue to cool; identify the residue. 7. Mass the evaporating dish with the residue and find the mass of the residue. A mixture is a combination of two or more pure substances in which each pure substance retains its individual chemical properties. The sand and salt is a mixture because it can be separated by evaporation and filtration, into its monuments without changing their identities. Some processes that can be used to separate mixtures would be filtration, fractional distillation, crystallization, and sublimation. 2. Elements in a compounds can only be separated by chemical processes, while components of a mixture can be separated by physical processes. 3. We will write a custom essay sample on Salt And Sand Lab Report specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Salt And Sand Lab Report specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Salt And Sand Lab Report specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The five common methods that can be used to separate various types of mixtures are filtration, fractional distillation, evaporation, sublimation, and chromatography. Evaporation is the changing of a liquid into a gas often under the influence of heat. A mixture of a solid and liquid can be separated y evaporation. Filtration is a technique that Uses a porous barrier to separate a solid from a liquid. A liquid and solid (heterogeneous mixture) is the type of mixture that can be separated by filtration. Sublimation is the process during which a solid changes vapor without melting (without going through liquid phase). Two solids are the type of mixture that can be separated by sublimation. Fractional distillation is a physical separation technique that use based on differences in the boiling points of the substances involved. Two liquids are the type of mixture that can be separated by distillation. Chromatography is technique that separates a compound of a mixture dissolved in either a gas or a liquid. A mixture of a gas or liquid state can be separated by the use of chromatography. 4. Chromatography is a method that could be used to separate the components of the ink in a marker. This separation can be achieved when the pigment is dipped in a liquid and the different colors will behave differently, causing them to travel at different speeds. The ink separates because each pigment has a different attraction to the liquid. 5. To separate the heterogeneous mixture comprised of sand, iron fillings, salt, and poppy seeds the first thing that an be done is to use a magnet to attract the iron fillings from the mixture. Next, water should be added to not only dissolve the salt into the water but to cause the poppy seeds to float, making it easy to take them out. Then mix the sand, salt and water together to make a mixture of salt and water. Now with sand and salt water left, filtrate the mixture to allow the salt water to pass through the filter paper and the sand will stay behind as residue. Finally, evaporation should be used to evaporate all the water from the mixture leaving salt behind as residue. 6. Filtrate is what passes through the filter paper when using filtration. The salt water was the filtrate in this lab. Residue is what is left behind, or is stayed back.

What Is the Average SAT Score

What Is the Average SAT Score SAT / ACT Prep Online Guides and Tips If you've taken the SAT, you're probably curious about how your score stacks up against average SAT scores. There are lots of different ways to look at averages on the SAT. What is the average SAT score overall?How many types of average SAT scores are there? And which averages are important for you? We'll answer all of these questions and more to tell you which SAT average scores actually matter for your future. So what is the average SAT score? That really depends on which group of people you're looking at. Below, we look at national averages as well as averages by gender, ethnicity, family income, high school type, and state. National SAT Average Score According to the College Board's 2018 total group report, the national SAT average scores (for all 2018 high school graduates) are as follows: Evidence-Based Reading and Writing: 536 Math: 531 Total: 1068 As you can see, if you score higher than 1068 on the SAT, you’ll be above the national average and will have scored better than most test takers. If you score less than 1068, however, you'll be below the national average and will have scored lower than most test takers. Bonus: Review how to find the average of a set of numbers for yourself here. Disappointed with your scores? Want to improve your SAT score by 160 points? We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now: Average SAT Scores by Gender The College Board has also calculated the average SAT scores by gender. These averages are based on members of the class of 2018 who took the SAT. There are two sections on the SAT: Math and Evidence-Based Reading and Writing (EBRW). Each section is out of 800 points and then combined for a total score out of 1600. Gender EBRW Math Total Female 539 522 1061 Male 534 542 1076 No Response 406 374 779 As you can see, males outperform females on Math by 20 points, while females exceed males on EBRW by 5 points. According to a statistical significance test (t-test), the differences in EBRW and math scores here are considered extremely significant (in technical terms, the P value is less than 0.0001, meaning roughly that it is very unlikely these differences are due to chance). The difference between genders in math* test scores has been explored by academic researchers and has been a controversial topic. It should be a goal of the educational system to close this achievement gap between genders. *I looked for research to back up the differences between EBRW scores for students identifying as male vs those identifying as females but was unable to find anything both relevant and peer-reviewed from the last 15 years. We'll update this article with more information as and when it comes out. Average SAT Scores by Ethnicity When registering for the SAT, the College Board gives you the option to specify your ethnicity, with most students opting to share it.Here are the average SAT scores by ethnicity: Ethnicity # of Test Takers EBRW Math Total American Indian/Alaska Native 10,946 480 469 949 Asian 217,971 588 635 1223 Black/African American 263,318 483 463 946 Hispanic/Latino 499,442 501 489 990 Native Hawaiian/Other Pacific Islander 5,620 498 489 986 White 930,825 566 557 1123 Two or More Races 77,078 558 543 1101 No Response 131,339 472 481 954 Total 2,136,539 536 531 1068 Source: Total Group Report 2018 The implications of these results are important to consider. The black-white test score gap, for example, has been researched extensively to try to find the root causes of it. In the other direction, Asians have the highest SAT score averages, which has led some to question whether colleges discriminate against Asians. (Of course, the disparity in sizes of the different groups taking the SAT and socioeconomic inequality also play a key role in creating these differences.) As with gender, reducing achievement gaps between ethnicities is a critical priority for educators. Average SAT Score by Family Income The College Board also allows students to report their family income. Most don’t, but there’s a definite trend among those who do. These averages are from 2016 and based on the old SAT scoring system (out of 2400), as the 2017 and 2018 reports did not release data by family income. Note that on the old SAT, instead of one EBRW score, you got two separate scores for Reading and Writing (each out of 800). Family Income Number Taking Reading Math Writing Total Less than $20,000 124,290 435 453 426 1314 $20,001-$40,000 158,909 465 477 452 1394 $40,001-$60,000 132,182 488 495 471 1454 $60,001-$80,000 115,998 503 509 485 1497 $80,001-$100,000 119,593 517 527 501 1545 $100,001-$140,000 146,434 530 539 513 1582 $140,001-$200,000 98,275 542 553 528 1623 More than $200,000 87,482 569 586 562 1717 No Response 659,426 482 501 473 1456 Source: Total Group Profile Report 2016 As you can see,a higher average score on the SAT is typically associated with higher family income. This is a trend that’s been observed for some time. There are many reasons why those from higher-income families tend to score higher on the SAT- they are likely to attend better schools and have more resources to devote to preparation, to name a couple. This is another key equity issue facing educators. One of the stated reasons for the SAT redesign was to try to make test results less correlated with income, but it remains to be seen if the College Board has been successful. Here are the average scores by income converted to the new SAT score scale for your reference: Family Income Math (New) EBRW New Total Less than $20,000 490 480 970 $20,001-$40,000 510 510 1020 $40,001-$60,000 530 540 1070 $60,001-$80,000 540 550 1090 $80,001-$100,000 560 570 1130 $100,001-$140,000 570 580 1150 $140,001-$200,000 570 590 1160 More than $200,000 610 620 1230 No Response 530 560 1090 Average SAT Score by School Type Average SAT scores also differ by school type. Again, these averages come from 2016 and use the old 2400-point SAT scale (the 2017 and 2018 reports did not release information for school type). School Type Reading Math Writing Total Public 487 494 472 1453 Religiously Affiliated 532 537 525 1594 Independent 530 579 536 1645 Other or Unknown 491 580 498 1569 Source: Total Group Profile Report 2016 As you can see, students at independent schools have the highest averages, followed by those at religious private schools, other or unknown schools, and finally public schools. This trend is unsurprising sinceprivate school attendance is typically expensive- certainly more expensive than public school! Thus, the pattern here is clearly correlated with income, which we already saw made a big difference in average SAT scores. Educational achievement is an incredibly complex issue, with environmental, social, and economic factors all at play. Reducing achievement gaps by gender, ethnicity, and income is a big priority for educators. See below for the converted average scores for your reference: School Type Math (New) EBRW New Total Public 520 540 1060 Religiously Affiliated 560 590 1150 Independent 560 590 1150 Other or Unknown 520 550 1070 Average SAT Score by State Below, I’ve given the 2018 average SAT scores by state (as well as for Puerto Rico, the US Virgin Islands, and Washington, DC). State # of Test Takers EBRW Math Total Alabama (6%) 2,878 595 571 1166 Alaska (43%) 3,334 562 544 1106 Arizona (29%) 20,188 577 572 1149 Arkansas (5%) 1,591 592 576 1169 California (60%) 262,228 540 536 1076 Colorado (100%) 58,790 519 506 1025 Connecticut (100%) 44,700 535 519 1053 Delaware (100%) 11,055 505 492 998 District of Columbia (92%) 4,985 497 480 977 Florida (97%) 176,746 522 493 1014 Georgia (70%) 74,240 542 522 1064 Hawaii (56%) 7,880 550 549 1099 Idaho (100)% 20,484 508 493 1001 Illinois (99%) 145,919 513 506 1019 Indiana (67%) 48,962 546 539 1086 Iowa (3%) 994 634 632 1265 Kansas (4%) 1,419 633 631 1265 Kentucky (4%) 1,925 630 618 1248 Louisiana (4%) 2,027 615 595 1210 Maine (99%) 14,310 512 501 1013 Maryland (76%) 48,040 545 535 1080 Massachusetts (80%) 59,382 562 563 1125 Michigan (100%) 115,281 511 499 1011 Minnesota (4%) 2,464 643 655 1298 Mississippi (3%) 806 630 606 1236 Missouri (4%) 2,420 633 629 1262 Montana (10%) 952 606 592 1229 Nebraska (3%) 688 629 623 1252 Nevada (23%) 5,588 574 566 1140 New Hampshire (96%) 14,834 535 528 1063 New Jersey (82%) 84,672 547 547 1094 New Mexico (16%) 3,225 552 540 1093 New York (79%) 162,551 534 534 1068 North Carolina (52%) 54,987 554 543 1098 North Dakota (2%) 148 640 643 1283 Ohio (18%) 22,992 552 547 1099 Oklahoma (8%) 3,337 541 521 1062 Oregon (48%) 17,476 564 553 1117 Pennsylvania (70%) 96,740 547 539 1086 Puerto Rico 3,783 512 481 993 Rhode Island (97%) 10,161 513 505 1018 South Carolina (55%) 25,390 547 523 1070 South Dakota (3%) 260 622 618 1241 Tennessee (6%) 4,181 624 607 1231 Texas (66%) 226,374 520 512 1032 Utah (4%) 1,425 618 612 1230 Vermont (64%) 4,323 565 554 1120 Virginia (68%) 61,576 567 550 1117 Virgin Islands, US 635 490 445 935 Washington (69%) 48,574 543 538 1081 West Virginia (28%) 5,058 513 486 999 Wisconsin (3%) 1,923 641 653 1294 Wyoming (3%) 169 633 635 1257 Source: The College Board There's a lot of variation in average SAT scores by state. This is due to a lot of factors, but one big one is whether or not the state requires all public school students to take the SAT. In these cases, scores tend to be lower because even students who might not typically take the SAT (or prepare for it) musttake it in school. By contrast, in states where the SAT is not required, students who take the SAT take it specifically to prepare their college applications. As a result, the subsample of students who take the SAT will, in general, be more prepared and get higher scores. For more info on this topic, check out our complete guide to average SAT scores by state. What Average SAT Scores Really Matter for YOU? While we've gone through a lot of interesting SAT data based on gender, ethnicity, family income, school type, and state, most of it won’t be particularly relevant to your own interests and goals. The truth is, what SAT score you need depends entirely on the schools you're applying to. The average SAT scores that matter most for you are the averages for the colleges you’re interested in. If you can score above a school's average SAT score, you'll have a far better chance of getting in. But what score should you aim for specifically? The score you need to hit to give yourself your best chance of admission is your SAT goal score. We explain more about how to find this in our article onwhat makes a good SAT score. Briefly, though, here's what you'll need to do: on a chart, record the 25th and 75th percentile SAT scores (i.e., the middle 50% or average range) for each of the schools you're applying to. Once you've filled everything out, look for the highest 75th percentile score to getyour goal score. Hit this score on test day, and you'll have a great shot at getting into your dream school! What's Next? Not sure whether you should take the SAT? Here are 10 reasons to consider taking the test. Want to know the average SAT scores from past years?Maybe you want help predicting your own SAT score, or are wondering whether there's a minimum SAT score requirement for college. Need help preparing for the SAT? Then check out our total guide to studying for the test. We also have a one-month cramming planandsome tips for balancing your test prep with school! Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today!

The Difference in the Use of Language between the Young and the Old Research Proposal - 1

The Difference in the Use of Language between the Young and the Old Generation - Research Proposal Example People belonging to the young generation think that the old are normally slow, in terms of thought, and may not be aware of the modern subjects they normally discuss. This may result in a different language use between the two generations because; people belonging to the young generation tend to use slang in their conversation with the belief that it makes their conversation more entertaining. However, this form of language is normally perceived by people belonging to the old generation as rude and disrespectful. These expectations influence the different language between the two generations. The other factor that results to a variance in the use of language amid the young generation and the old generation is the generational perspective. In this instance, it is evident that people who lived during World War 2 and the Great depression, tend to be formal in their use of language, this is because of the belief instilled in them that the use of language contributes to respect. However, there is a generation referred to as the Baby Boomers who tend to exhibit a communication style that tends to be more personal. The other generation is generation X that exhibits little formality in their use of language. Therefore, it is true to state that the generational perspective also influences the difference in language use between the two generations. The change in technology, which led to, the introduction of computers, phones, and social media have also led to a difference in language use between the young and the old generation.

Xplain the benefits of special journals and subsidiary ledgers Essay

Xplain the benefits of special journals and subsidiary ledgers - Essay Example This statement is also used to show net profit or loss the company or business incurred after a given accounting period. Balance sheet also known as statement of financial position is a financial statement showing the summary of financial balance of a business. The statement also shows the company’s financial condition. The two financial statements have different accounting transactions presented in these statements (William et al, 2008). While income statement describes the performance of a business of the current year, balance sheet shows the company’s overall position as from the beginning of the year to the current year. The transactions posted on the balance sheet include assets, liabilities and equity, the balance sheet has three parts arranged in liquidity order, assets are followed by liabilities. The difference between assets and liabilities gives capital, in the balance sheet the records of each account is usually maintained using double entry book-keeping, which is an accounting system. The transactions posted on income statement include revenues and expenses, this statement is however, divided into two parts the operating and non-operating sections. The operating section shows information concerning the revenues and expenses of the business, which comes because of regular operations of a business. Non-operating section shows information not related to direct regular operations of the business (Dani els & Mortimer, 1980). Information from these financial statements is normally posted in different journals and ledgers. Transactions made on income statement affect it in different ways, for example, an increase in sales by a certain amount affect the income statement since it will provide an additional income thus increase in net profit and vice versa when income from sales reduces. These sales also have an effect of balance sheet. Employee’s transactions, which amount to

List routines and procedures to be used in and out of the classroom Essay

List routines and procedures to be used in and out of the classroom - Essay Example (Emmer 2003) Beginning of the day. When the bell rings students have to enter classroom under the direction of elementary teacher. They are entering by way of the door that is assigned to their class. Routines in the beginning of the day can be different, for example, students can create a crossword puzzle using key classroom rules as a clue or they can create different word puzzles that will contain hidden messages for each student. But the most interesting routine will be getting acquainted with rules and other students. The procedure is rather simple. It will allow students to become familiar with main policies, rules and their classmates. Such routine is useful for students to get know each other better. And finally it will help in finding out shy students or such who don’t want to interact. A procedure embraces three simple steps: Transition between activities. Students have to be prepared for transitions between activities. Visual supports may help students to see that the activity is ending and it is time for another activity. Verbal warnings and cues may be also used as a signal to transition. Transitions are easier is they are essential part of class routine. If students are with special needs experience fewer behavioral problems if they are taught transition. Children will move from activity to another with more confidence. Possible routines can be visual cues (social stories, flicking light, visual schedules, using pictures, etc.). A procedure will be the next: Field trip. Field trip is the extension of school curriculum and school day. All school rules affect field trip. The weather for field trip must be clear and all events have to be planned for the early summer or late spring. Students have to prepare meals and to clean up. The routine is to observe the greatest number of insects and to learn something new about them. Students must have notebooks, collecting equipment and field guides. Such activity will be interesting for children,

Strategic Marketing Emirates Taking the IMC Route

Strategic Marketing Emirates Taking the IMC Route STRATEGIC MARKETING COMMUNICATIONS EMIRATES: TAKING THE IMC ROUTE INTRODUCTION Emirates Airlines established in 1985, is a subsidiary of the Emirates Group, a public international travel conglomerate in Dubai, United Arab Emirates. An Emirate is the largest airline in the Middle East operating its flights hub at Dubai International Airport to various countries all over the world. Emirates initiated flying internationally with two aircraft – a leased Boeing 737 an Airbus 300 B4. Its main focus on providing quality services to customers instead of focusing on quantity of customers. Due to its despite efforts supportive attitude towards customers, Emirates became a market leader in the global airline industry within a short span of time. The overall profit of Emirates grew at a faster rate with a minimum 20 per cent hike every year hence became the fastest-growing youngest fleets in the aviation industry. Because of their excellence in providing satisfactory quality services to the customers, Emirates earned majority of awards globally. It also deals in cargo activities, which is taken by Emirates Group’s Emirates Sky Cargo division. OVERVIEW OF THE CASE STUDY This case study discusses on the overall effort made by the Emirates to ensure the consistency the effectiveness of messages targeted to various audiences. The Emirates has used Integrated Marketing Communication (IMC) approach for marketing their services in front of customers. Majority of the companies have paid close attention to the IMC approach. Various IMC tools such as television commercials, print advertisements, internet marketing, charitable foundations, in-plane advertisements, sponsorships trade promotions have been utilized by the Emirates in order to achieve an excellent market position a positive brand image in the minds of its current potential customers. Emirates could easily reach their target audience via these mentioned modes of marketing promotions. Due to its continuous effort towards marketing the brand services, Emirates maximized exposure rate. Several Challenges Encountered By the Emirates to distribute an individual message about the high class facilities for its customers to create a brand name in front of its customers Explain how Emirates’ promoting approach has been effective in constructing an optimistic trademark appearance with current potential customers? Classify the IMC tools used by Emirates? Emirates flies all over the world. Should Emirates modify its messages channels according to where it advertises? Explain. DISCUSSION OF THE TASKS CONFRONTED BY THE EMIRATES A1. The marketing strategy of Emirates includes – Integrated Marketing Communications (IMC) Approach – Emirates’ advertising policy has been efficacious in generating a progressive brand image in the minds of its current potential customers by embracing the IMC approach for marketing its brand. An IMC concept is an approach of achieving the objectives of a marketing campaign, via proper efficient use of promotional tools methods that are intended to reinforce each other. It enables that all forms of communications messages are linked together hence work simultaneously in harmony rather than in isolation. This approach is used by the organisation to create a unified brand experience for consumers across several communication channels. As marketing efforts have been moved from mass marketing to slot promoting, companies have growing use IMC to cultivate more economical promotions that still distribute value to the customers. Emirates think global – Emirates have set out to be an innovative, modern customer-oriented provider of high quality air travel services. Its brand positioning is that of a leading, international quality airline serving the global community. Living the brand – Emirates deliver on their brand promise of innovation quality. Emirates end line â€Å"keep discovering† sums up its philosophy on travel: Only Emirates lets you discover a more authentic fulfilling life. Do remarkable things – Emirates do remarkable things for integrated marketing communications activities such as advertising, sponsorship, e-commerce, public relations supportive communications. Engaging customers – Emirates have effectively used www.emirates.com to drive the brand experience, maintain cordial relation with the customers by launching frequent flyer program skywards. Through such an effort, Emirates has easily reaches their target audience hence successfully developed a strong relation with their customers. Open up – Emirates mobilising customers to actively participate in the experience other promotional events activities in order to market their service in front of the customers Hence, by using the above mentioned message strategies, Emirates has successfully developed a positive brand image into the market in front of their customers. A2.Emirates use a variety of marketing communication tools in an integrated way to deliver one message about the high quality of its services along with maximising its message exposure rate. Various IMC tools used by Emirates are- Advertisements – An advertisement is a way of publicity or promoting a product, service or any event. There are several modes of advertisements such as online advertising, newspaper ads, radio advertising, television advertising, public speaking, door hangers, flyers word-of-mouth advertising. Emirates utilize the commercials print advertisements for highlighting the airline’s new products, routes, services aircraft. It helps in fostering its services. Sponsorship – Sponsorship is another form of promotional activity. Emirates have undergone partnership with several events both regional international like FIFA. Moreover, Emirates is dedicated to the growth of global arts culture through a number of sponsorships around the world. In fact, Emirates believe that sponsorship is the best way to develop a cordial relation with customers. E-commerce – E-commerce is referred to as purchasing or selling goods or services, or the conducting of assets or data, over an electronic system, mainly an internet. It is also referred to as an electronic commerce. Emirates enable customers to perform online shopping of Emirates related merchandise via its official retail website (emiratesofficialstore.com). Public Relation – Emirates publish three in-flight magazines in order to reach readers passengers during their journey. Through such magazines, passengers are usually encouraged to donate to the Emirates Airline Foundation, which seeks to improve the quality of children. Magazines are the best source of marketing the products or services, as it contains articles illustrations, which attracts customer attention towards it. So, by means of magazines, Emirates has gained majority of market shares along with the competitive advantage in the airline industry. Supportive Communication – Supportive communications is referred to as a style of communicating with customers that has a particular set of aims techniques. The principal objective is to resolve conflict or attain variation in a situation, while protective, even strengthening, the relationship between the communicating individuals. Emirates’ on-board entertainment system has been highly recognized as a market leader, winning awards for its quality enabling the airline to show passengers commercials about it latest offers, partners services. A3.Tagline is a short prominent or memorable phrase used in advertising. It identifies the uniqueness of a brand or conveys some type of special meaning. The taglines which are used in the past by the Emirates airline in order to gain market value customer preference in aviation industry are – Emirates – The finest in the sky Fly Emirates Be good to yourself. When was the last time you did something for the first time? Keep Discovering. Hello Tomorrow. No doubt Emirates has already gained an excellent market position a positive brand image in the minds of its customers via IMC approach its tools but still I believe that Emirates should modify its messages channels by embracing new ideas, new technology good quality services to the customers in order to maintain their position in the market as well as to gain a competitive advantage over its rivals. REFERENCES http://prezi.com/hpx2kqzh_0ck/copy-of-emirates/ en.wikipedia.org CASE 2 SOUTH AUSTRALIAN FOOD MARKETING INTRODUCTION The South Australian government established South Australia (SA) Food Centre in 2008 in order to provide practical advice to food businesses in Australia. Due to the agency its expertise, many other businesses have taken advantages. Countries such as Japan, the United States Hong Kong are the major exporter of the South Australian Food market. Some products like meat, seafood, fruit cheese are the main export food of the South Australian Food market. The main aim of the South Australian (SA) Food Centre is to promote South Australian food businesses through various modes such as Food Talk (an online magazine), Food-e-News (e-mail news updates) the Premier’s Food Awards (awards for South Australian food producers). The key purpose of the South Australian (SA) Food Centre is to create a collaborative partnership with industry government, in order to ensure a thriving South Australian food industry. OVERVIEW OF THE CASE STUDY This case study discusses on the overall effort made by the South Australian (SA) Food Centre in order to make sure that their brand is exciting to consumers, by focusing on factors such as packaging labelling. It also encourages food producers to promote their products brands by not only informing consumers about their availability, but to highlight what is special about a particular product. After performing continuous efforts of establishing collaboration with industry government, one such result came in front from the well-known Charlie’s Group Limited. The Charlie’s group limited is known for selling fruits sports water flavoured with fruit juices. So, due to collaboration with Charlie’s group limited, SA fruit growers received a considerable boost from Charlie’s Group Limited. In-fact SA Food Centre promotes various events, including annual food festivals shopping appearances alongside celebrity chefs media personalities. Due to their despite e fforts towards food industry, the South Australian (SA) mushroom industry gained three main campaigns. So, this well supported program is indicative of the activities of the SA Food Centre. Several Challenges Encountered By the South Australian (SA) Food Centre What type of message strategy should SA Food Centre utilize? Should it be the same for all of the brands in all of the markets? What leverage point makes the most sense for South Australian food producers’ advertising? What type of executional framework should be used in traditional advertisements aimed at consumers? DISCUSSION OF THE TASKS CONFRONTED BY THE SOUTH AUSTRALIAN (SA) FOOD CENTRE A1. Message strategy – Message strategy is a basic step in generating an effective promoting message. It provides the groundwork for rest of the marketing operation. There are three types of message strategy which should be used by SA Food Centre utilize such as: Cognitive message strategy – A cognitive message strategy offerings coherent opinions or fragments of evidence to customers. Among all five types of cognitive message strategies, they should make use of pre-emptive message strategy in order to advertise their products. The idea requires cognitive processing. It makes a claim of superiority based on products specific attributes or assistance with the intent of averting the rivalries from making the same claims. Customers can obtain benefits by purchasing the product. The South Australian (SA) Food Centre could utilize a cognitive message strategy for motivating the food producers to promote their brands by highlighting about what is special in their products for the consumers. By this strategy, food producers can describe attributes like healthiness, pleasant tasting or low calorie many more. So, the marketing promotion of the food products can be increased via cognitive message strategy. Affective message strategy – In affective message strategy, the South Australian (SA) Food Centre could use an emotional advertising method to promote their products in the market. Advertisements that invoke feelings or emotions match those feelings with the good, service, or company use affective message strategies. These messages try to heighten the amiability of the product, recall of the appeal, or comprehension of the advertisement. Affective strategies elicit emotions that, in turn, lead the consumers to act, preferably by buying the product, subsequently affecting the consumer’s reasoning process. Many emotions can be connected to products, including trust, reliability, friendship, happiness, security, glamour, luxury, serenity, pleasure, romance passion. Affective strategy may help in developing a stronger brand name. It helps in creating a positive feeling of the customers towards product. Conative message strategy – A conative message strategy is aimed to lead openly to specific category of consumer response. It supports the promotional efforts, such as coupon redemption programs, internet hits orders, in-store offers like buy-one-get-one-free. In conative message strategy, they depend on action-including conative advertisements, where, situations are created in which cognitive knowledge of the product or affective liking of the product may come later or during product usage. There will be no strength in the unity of a South Australian brand because if it happens, then it will lead to the brand parity so they need to differential the product that lead to equity customer loyalty. So, it is quite essential to utilize a unique message strategy for all of the brands in all of the markets. A2.Leverage point – Leverage pointsare those interpretations, if any, made at extreme or remote standards of theindependent variablessuch that the lack of adjacent explanations means that the tailored regression model will pass close to that particular observation. A leverage point interchanges the customer from accepting a product’s benefits to linking those benefits with personal values. In order to construct a quality leverage point, the creative builds the pathway that connects a product benefit with the potential buyer’s value system. The two leverage points which makes the most sense for South Australian food producers’ advertising are – Government Industry The reason behind that they get a feedback that leads to service credibility to South Australian Food Centres. The leverage points here link product attributes so that it will focus on factors such as packaging labelling – consumers benefits that it will be make sure that their brand is exciting to consumers’ value that it’s related to industry value. The fundamental purpose of the South Australian (SA) Food Centre is to construct a co-operative conglomerate with both industry government. Through this, they could build up strong cordial relations with several agencies corporations, which further enable the South Australian (SA) food producers to market promote their food products into the market with an optimum level of efforts. The leverage point message links these attributes benefits to consumer values. An effective leverage point can be associated with an attitudinal change, especially when the cognitive à ¯Ã†â€™Ã‚   affective à ¯Ã†â€™Ã‚  conative seq uence exists. As a result of collaboration of the South Australian food producers with an industry government, South Australian fruit growers received a considerable boost from Charlie’s Group Limited, the manufactures of Charlie’s Phoenix Organics. It was great news for South Australia’s fruit growers as Charlie’s propelled a new promoting campaign in order to support or promote their products or services. Due to such efforts made by both South Australian Food Centre as well as Charlie’s Group, the South Australian food producers have benefited a lot in attaining market value along with customer’s preference towards their product line. A3.For traditional advertisements aimed at consumers, the South Australian (SA) Food Centre should use emotional framework to connect with consumers get them engage by providing them the value that fulfil their requirements expectations in the product. An executional framework displays the method in which an advertisement plea will be offered. It would be selected in conjunction with an advertising appeal message strategy. The common types of appeal include fear, humour, sex, music, rationality, emotions, scarcity. It is essential that each can be matched with the appropriate executional framework. Several frameworks which could be used by South Australian Food Marketing are: Animation – Animation has become a progressively prevalent executional framework, its usage has escalated intensely. Animation can be presented in both televisions as well as in internet advertising. One sensational animation method is roto-scoping. Roto-scoping is the process of numerically painting or outlining statistics into live arrangements, which makes it possible to present both live actors animated characters in the same structure. Animation helps in creating traditional advertisements funny, interesting attractive for behalf of customers. Dramatization – Dramatization is the best way of learning as it makes a situation more imperative or serious than it really is. It helps consumers to understand traditional advertisements easily frequently. An effective dramatic advertisement can be hard to create, but once it is shaped, it puts a strong positive impact into the minds of customers. Testimonials – Testimonials are also an effective mode of promoting services. It is referred to as a prescribed declaration testifying to someone’s character experiences. It is like an individual recommendation. It is a declaration in provision of a specific reality, fact or claim. It can also be used by South Australian Food Marketing for impacting a strong impression of technical advertisements in front of customers. Demonstration – A demonstration, in short demo, displays how a product works. It provides an effective way to converse the benefits of a product to audiences. It highlighted the product’s numerous usages. Demonstrated ads are well-matched to television the internet. It attracts customers’ attention hence makes them more fascinating towards product line. Fantasy – Fantasy refers to as an imagination. Fantasy execution encourages the audience beyond the actual world to a make-believe experience. The most common fantasy themes involve sex, love romance. So, fantasy fits pleasantly with target viewers that have a preference for a tamer demonstration of sexuality. So, these executional frameworks could be utilised by South Australian Food Marketing for technical advertisements while aiming at consumers in order to attain competitive advantage over the rivals. REFERENCES http://prezi.com/mc-trx1gbx6m/untitled-prezi/# en.wikipedia.org NEW ZEALAND COLLEGE OF BUSINESS (NZCB)Page 1

The Lost Honour of Katharina Blum Essay -- essays research papers

The Lost Honour of Katharina Blum Knowing about the writer of a literary text can shape significantly the way that it is read. Consider the effect of the writer’s context on your understanding of The Lost Honour of Katharina Blum. â€Å"As a writer of fiction Bà ¶ll was interpreting history, creating patterns of meaning, ordering his material to enable his reader to make sense of it.† The experiences of Bà ¶ll and his values that arose from these events have been influential on the content and themes of Bà ¶ll’s novel, The Lost Honour of Katharina Blum. Bà ¶ll experienced both the first and second world wars and the effects that these wars had on German society. Events such as the economic collapse in Germany post WWII, the construction of the Berlin Wall, the rise of student based urban terrorism in West Germany in the 1970’s and the increasing state controls to contain such alleged threats can be seen to influence the issues explored in The Lost Honour of Katharina Blum. The novel is a comment on the press and the law, the labyrinth of social truth, the collision of fact and fiction and the power of language. Bà ¶ll himself experienced the press first hand and this along with the ex periences of Professor Bruckner, form the basis of his criticism directed at the powerful and hegemonic structures in society, in particular in relation to the police and the press and their corrupt relationship in the novella. Many of Heinrich Bà ¶ll s views and attitudes, resulting form his context, are clearly visible in the novella through the portrayal of certain characters in positive or negative lights. The historical, social, economic and political context of Bà ¶ll and West Germany at this time (1900’s) had a considerable effect on the issues Bà ¶ll delves into in The Lost Honour of Katharina Blum and greatly affected my understanding of the novel. Germany has a deeply rooted history with fascism in the form of Nazism in WWII (1939-1945). Bà ¶ll was a teenager at the time of Hitler’s rise to power and he despised Hitler and everything that he stood for. â€Å"I hate the war and all those who love it†. Bà ¶ll actively refused to join Hitler’s Youth as a boy, yet as a young man he was forced to join Hitler’s army. After the war, until the German Republic was formed, Bà ¶ll lived under the Allied Occupation. These events led Bà ¶ll to view politics with doubt and skepticism and he became vehement abo... ... context that shaped Heinrich Bà ¶ll, it becomes apparent to the reader that these conditions have greatly shaped the themes and ideas discussed in Bà ¶ll’s, The Lost Honour of Katharina Blum. Main issues such as the corruption and collusion of powerful institutions in society, especially the police, press and industrialists have come through, with emphasis being placed on the misogynistic and patriarchal society and the effects this has on the treatment of woman, shown by Katharina. Bà ¶ll brings his awareness of they way in which power and status are connected to wealth into the text and greatly condemns the abuse of power by the dominant groups in society, â€Å"Bà ¶ll had little faith in any moral renewal coming from political or ecclesiastical hierarchies.† . Bà ¶ll believed that â€Å"the function of literature is to challenge the arrogant claims to totality made by all ideological systems† . By incorporating his own context into his work, The Lost Honour of Katharina Blum, Bà ¶ll leads the reader to a greater understanding of this time period in West Germany, at the same time undermining the dominant systems and causing the reader to question and carefully examine power structures in society.

Chapter 35 Veritaserum

Harry felt himself slam flat into the ground; his face was pressed into grass; the smell of it filled his nostrils. He had closed his eyes while the Portkey transported him, and he kept them closed now. He did not move. All the breath seemed to have been knocked out of him; his head was swimming so badly he felt as though the ground beneath him were swaying like the deck of a ship. To hold himself steady, he tightened his hold on the two things he was still clutching: the smooth, cold handle of the Triwizard Cup and Cedric's body. He felt as though he would slide away into the blackness gathering at the edges of his brain if he let go of either of them. Shock and exhaustion kept him on the ground, breathing in the smell of the grass, waiting†¦waiting for someone to do something†¦something to happen†¦and all the while, his scar burned dully on his forehead†¦. A torrent of sound deafened and confused him; there were voices everywhere, footsteps, screams†¦.He remained where he was, his face screwed up against the noise, as though it were a nightmare that would pass†¦. Then a pair of hands seized him roughly and turned him over. â€Å"Harry! Harry!† He opened his eyes. He was looking up at the starry sky, and Albus Dumbledore was crouched over him. The dark shadows of a crowd of people pressed in around them, pushing nearer; Harry felt the ground beneath his head reverberating with their footsteps. He had come back to the edge of the maze. He could see the stands rising above him, the shapes of people moving in them, the stars above. Harry let go of the cup, but he clutched Cedric to him even more tightly. He raised his free hand and seized Dumbledore's wrist, while Dumbledore's face swam in and out of focus. â€Å"He's back,† Harry whispered. â€Å"He's back. Voldemort.† â€Å"What's going on? What's happened?† The face of Cornelius Fudge appeared upside down over Harry; it looked white, appalled. â€Å"My God – Diggory!† it whispered. â€Å"Dumbledore – he's dead!† The words were repeated, the shadowy figures pressing in on them gasped it to those around them†¦and then others shouted it – screeched it – into the night – â€Å"He's dead!† â€Å"He's dead!† â€Å"Cedric Diggory! Dead!† â€Å"Harry, let go of him,† he heard Fudge's voice say, and he felt fingers trying to pry him from Cedric's limp body, but Harry wouldn't let him go. Then Dumbledore's face, which was still blurred and misted, came closer. â€Å"Harry, you can't help him now. It's over. Let go.† â€Å"He wanted me to bring him back,† Harry muttered – it seemed important to explain this. â€Å"He wanted me to bring him back to his parents†¦.† â€Å"That's right. Harry†¦just let go now†¦.† Dumbledore bent down, and with extraordinary strength for a man so old and thin, raised Harry from the ground and set -him on his feet. Harry swayed. His head was pounding. His injured leg would no longer support his weight. The crowd around them jostled, fighting to get closer, pressing darkly in on him – â€Å"What's happened?† â€Å"What's wrong with him?† â€Å"Diggory's dead!† â€Å"He'll need to go to the hospital wing!† Fudge was saying loudly. â€Å"He's ill, he's injured – Dumbledore, Diggory's parents, they're here, they're in the stands†¦.† â€Å"I'll take Harry, Dumbledore, I'll take him -â€Å" â€Å"No, I would prefer-â€Å" â€Å"Dumbledore, Amos Diggory's running†¦he's coming over†¦.Don't you think you should tell him – before he sees – ?† â€Å"Harry, stay here -â€Å" Girls were screaming, sobbing hysterically†¦.The scene flickered oddly before Harry's eyes†¦. â€Å"Its all right, son, I've got you†¦come on†¦hospital wing†¦Ã¢â‚¬  â€Å"Dumbledore said stay,† said Harry thickly, the pounding in his scar making him feel as though he was about to throw up; his vision was blurring worse than ever. â€Å"You need to lie down†¦.Come on now†¦.† Someone larger and stronger than he was was half pulling, half carrying him through the frightened crowd. Harry heard people gasping, screaming, and shouting as the man supporting him pushed a path through them, taking him back to the castle. Across the lawn, past the lake and the Durmstrang ship, Harry heard nothing but the heavy breathing of the man helping him walk. â€Å"What happened. Harry?† the man asked at last as he lifted Harry up the stone steps. Clunk. Clunk. Clunk. It was Mad-Eye Moody. â€Å"Cup was a Portkey,† said Harry as they crossed the entrance hall. â€Å"Took me and Cedric to a graveyard†¦and Voldemort was there†¦Lord Voldemort†¦Ã¢â‚¬  Clunk. Clunk. Clunk. Up the marble stairs†¦ â€Å"The Dark Lord was there? What happened then?† â€Å"Killed Cedric†¦they killed Cedric†¦.† â€Å"And then?† Clunk. Clunk. Clunk. Along the corridor†¦ â€Å"Made a potion†¦got his body back†¦.† â€Å"The Dark Lord got his body back? He's returned?† â€Å"And the Death Eaters came†¦and then we dueled†¦.† â€Å"You dueled with the Dark Lord?† â€Å"Got away†¦my wand†¦did something funny†¦.I saw my mum and dad†¦they came out of his wand†¦.† â€Å"In here. Harry†¦in here, and sit down†¦.You'll be all right now†¦drink this†¦.† Harry heard a key scrape in a lock and felt a cup being pushed into his hands. â€Å"Drink it†¦you'll feel better†¦come on, now. Harry, I need to know exactly what happened†¦.† Moody helped tip the stuff down Harry's throat; he coughed, a peppery taste burning his throat. Moody's office came into sharper focus, and so did Moody himself†¦.He looked as white as Fudge had looked, and both eyes were fixed unblinkingly upon Harry's face. â€Å"Voldemort's back, Harry? You're sure he's back? How did he do it?† â€Å"He took stuff from his father's grave, and from Wormtail, and me,† said Harry. His head felt clearer; his scar wasn't hurting so badly; he could now see Moody's face distinctly, even though the office was dark. He could still hear screaming and shouting from the distant Quidditch field. â€Å"What did the Dark Lord take from you?† said Moody. â€Å"Blood,† said Harry, raising his arm. His sleeve was ripped where Wormtail's dagger had torn it. Moody let out his breath in a long, low hiss. â€Å"And the Death Eaters? They returned?† â€Å"Yes,† said Harry. â€Å"Loads of them†¦Ã¢â‚¬  â€Å"How did he treat them?† Moody asked quietly. â€Å"Did he forgive them?† But Harry had suddenly remembered. He should have told Dumbledore, he should have said it straightaway – â€Å"There's a Death Eater at Hogwarts! There's a Death Eater here – they put my name in the Goblet of Fire, they made sure I got through to the end -â€Å" Harry tried to get up, but Moody pushed him back down. â€Å"I know who the Death Eater is,† he said quietly. â€Å"Karkaroff?† said Harry wildly. â€Å"Where is he? Have you got him? Is he locked up?† â€Å"Karkaroff?† said Moody with an odd laugh. â€Å"Karkaroff fled tonight, when he felt the Dark Mark burn upon his arm. He betrayed too many faithful supporters of the Dark Lord to wish to meet them†¦but I doubt he will get far. The Dark Lord has ways of tracking his enemies.† â€Å"Karkaroff's gone? He ran away? But then – he didn't put my name in the goblet?† â€Å"No,† said Moody slowly. â€Å"No, he didn't. It was I who did that.† Harry heard, but didn't believe. â€Å"No, you didn't,† he said. â€Å"You didn't do that†¦you can't have done†¦Ã¢â‚¬  â€Å"I assure you I did,† said Moody, and his magical eye swung around and fixed upon the door, and Harry knew he was making sure that there was no one outside it. At the same time, Moody drew out his wand and pointed it at Harry. â€Å"He forgave them, then?† he said. â€Å"The Death Eaters who went free? The ones who escaped Azkaban?† â€Å"What?† said Harry. He was looking at the wand Moody was pointing at him. This was a bad joke, it had to be. â€Å"I asked you,† said Moody quietly, â€Å"whether he forgave the scum who never even went to look for him. Those treacherous cowards who wouldn't even brave Azkaban for him. The faithless, worthless bits of filth who were brave enough to cavort in masks at the Quidditch World Cup, but fled at the sight of the Dark Mark when I fired it into the sky.† â€Å"You fired†¦What are you talking about†¦?† â€Å"I told you. Harry†¦I told you. If there's one thing I hate more than any other, it's a Death Eater who walked free. They turned their backs on my master when he needed them most. I expected him to punish them. I expected him to torture them. Tell me he hurt them, Harry†¦.† Moody's face was suddenly lit with an insane smile. â€Å"Tell me he told them that I, I alone remained faithful†¦prepared to risk everything to deliver to him the one thing he wanted above all†¦you.† â€Å"You didn't†¦it – it can't be you†¦.† â€Å"Who put your name in the Goblet of Fire, under the name of a different school? I did. Who frightened off every person I thought might try to hurt you or prevent you from winning the tournament? I did. Who nudged Hagrid into showing you the dragons? I did. Who helped you see the only way you could beat the dragon? I did.† Moody's magical eye had now left the door. It was fixed upon Harry. His lopsided mouth leered more widely than ever. â€Å"It hasn't been easy, Harry, guiding you through these tasks without arousing suspicion. I have had to use every ounce of cunning I possess, so that my hand would not be detectable in your success. Dumbledore would have been very suspicious if you had managed everything too easily. As long as you got into that maze, preferably with a decent head start – then, I knew, I would have a chance of getting rid of the other champions and leaving your way clear. But I also had to contend with your stupidity. The second task†¦that was when I was most afraid we would fail. I was keeping watch on you, Potter. I knew you hadn't worked out the egg's clue, so I had to give you another hint -â€Å" â€Å"You didn't,† Harry said hoarsely. â€Å"Cedric gave me the clue -â€Å" â€Å"Who told Cedric to open it underwater? I did. I trusted that he would pass the information on to you. Decent people are so easy to manipulate, Potter. I was sure Cedric would want to repay you for telling him about the dragons, and so he did. But even then, Potter, even then you seemed likely to fail. I was watching all the time†¦all those hours in the library. Didn't you realize that the book you needed was in your dormitory all along? I planted it there early on, I gave it to the Longbottom boy, don't you remember? Magical Water Plants of the Mediterranean. It would have told you all you needed to know about gillyweed. I expected you to ask everyone and anyone you could for help. Longbottom would have told you in an instant. But you did not†¦you did not†¦.You have a streak of pride and independence that might have ruined all. â€Å"So what could I do? Feed you information from another innocent source. You told me at the Yule Ball a house-elf called Dobby had given you a Christmas present. I called the elf to the staffroom to collect some robes for cleaning. I staged a loud conversation with Professor McGonagall about the hostages who had been taken, and whether Potter would think to use gillyweed. And your little elf friend ran straight to Snape's office and then hurried to find you†¦Ã¢â‚¬  Moody's wand was still pointing directly at Harry's heart. Over his shoulder, foggy shapes were moving in the Foe-Glass on the wall. â€Å"You were so long in that lake, Potter, I thought you had drowned. But luckily, Dumbledore took your idiocy for nobility, and marked you high for it. I breathed again. â€Å"You had an easier time of it than you should have in that maze tonight, of course,† said Moody. â€Å"I was patrolling around it, able to see through the outer hedges, able to curse many obstacles out of your way. I Stunned Fleur Delacour as she passed. I put the Imperius Curse on Krum, so that he would finish Diggory and leave your path to the cup clear.† Harry stared at Moody. He just didn't see how this could be†¦.Dumbledore's friend, the famous Auror†¦the one who had caught so many Death Eaters†¦It made no sense†¦no sense at all†¦. The foggy shapes in the Foe-Glass were sharpening, had become more distinct. Harry could see the outlines of three people over Moody's shoulder, moving closer and closer. But Moody wasn't watching them. His magical eye was upon Harry. â€Å"The Dark Lord didn't manage to kill you. Potter, and he so wanted to,† whispered Moody. â€Å"Imagine how he will reward me when he finds I have done it for him. I gave you to him – the thing he needed above all to regenerate – and then I killed you for him. I will be honored beyond all other Death Eaters. I will be his dearest, his closest supporter†¦closer than a son†¦.† Moody's normal eye was bulging, the magical eye fixed upon Harry. The door was barred, and Harry knew he would never reach his own wand in time†¦. â€Å"The Dark Lord and I,† said Moody, and he looked completely insane now, towering over Harry, leering down at him, â€Å"have much in common. Both of us, for instance, had very disappointing fathers†¦very disappointing indeed. Both of us suffered the indignity, Harry, of being named after those fathers. And both of us had the pleasure†¦the very great pleasure†¦of killing our fathers to ensure the continued rise of the Dark Order!† â€Å"You're mad,† Harry said – he couldn't stop himself- â€Å"you're mad!† â€Å"Mad, am I?† said Moody, his voice rising uncontrollably. â€Å"We'll see! We'll see who's mad, now that the Dark Lord has returned, with me at his side! He is back, Harry Potter, you did not conquer him – and now – I conquer you!† Moody raised his wand, he opened his mouth; Harry plunged his own hand into his robes – â€Å"Stupefy!† There was a blinding flash of red light, and with a great splintering and crashing, the door of Moody's office was blasted apart – Moody was thrown backward onto the office floor. Harry, still staring at the place where Moody's face had been, saw Albus Dumbledore, Professor Snape, and Professor McGonagall looking back at him out of the Foe-Glass. He looked around and saw the three of them standing in the doorway, Dumbledore in front, his wand outstretched. At that moment, Harry fully understood for the first time why people said Dumbledore was the only wizard Voldemort had ever feared. The look upon Dumbledore's face as he stared down at the unconscious form of Mad-Eye Moody was more terrible than Harry could have ever imagined. There was no benign smile upon Dumbledore's face, no twinkle in the eyes behind the spectacles. There was cold fury in every line of the ancient face; a sense of power radiated from Dumbledore as though he were giving off burning heat. He stepped into the office, placed a foot underneath Moody's unconscious body, and kicked him over onto his back, so that his face was visible. Snape followed him, looking into the Foe-Glass, where his own face was still visible, glaring into the room. Professor McGonagall went straight to Harry. â€Å"Come along, Potter,† she whispered. The thin line of her mouth was twitching as though she was about to cry. â€Å"Come along†¦hospital wing†¦Ã¢â‚¬  â€Å"No,† said Dumbledore sharply. â€Å"Dumbledore, he ought to – look at him – he's been through enough tonight -â€Å" â€Å"He will stay, Minerva, because he needs to understand,† said Dumbledore curtly. â€Å"Understanding is the first step to acceptance, and only with acceptance can there be recovery. He needs to know who has put him through the ordeal he has suffered tonight, and why,† â€Å"Moody,† Harry said. He was still in a state of complete disbelief. â€Å"How can it have been Moody?† â€Å"This is not Alastor Moody,† said Dumbledore quietly. â€Å"You have never known Alastor Moody. The real Moody would not have removed you from my sight after what happened tonight. The moment he took you, I knew – and I followed.† Dumbledore bent down over Moody's limp form and put a hand inside his robes. He pulled out Moody's hip flask and a set of keys on a ring. Then he turned to Professors McGonagall and Snape. â€Å"Severus, please fetch me the strongest Truth Potion you possess, and then go down to the kitchens and bring up the house-elf called Winky. Minerva, kindly go down to Hagrid's house, where you will find a large black dog sitting in the pumpkin patch. Take the dog up to my office, tell him I will be with him shortly, then come back here.† If either Snape or McGonagall found these instructions peculiar, they hid their confusion. Both turned at once and left the office. Dumbledore walked over to the trunk with seven locks, fitted the first key in the lock, and opened it. It contained a mass of spell-books. Dumbledore closed the trunk, placed a second key in the second lock, and opened the trunk again. The spellbooks had vanished; this time it contained an assortment of broken Sneako-scopes, some parchment and quills, and what looked like a silvery Invisibility Cloak. Harry watched, astounded, as Dumbledore placed the third, fourth, fifth, and sixth keys in their respective locks, reopening the trunk each time, and revealing different contents each time. Then he placed the seventh key in the lock, threw open the lid, and Harry let out a cry of amazement. He was looking down into a kind of pit, an underground room, and lying on the floor some ten feet below, apparently fast asleep, thin and starved in appearance, was the real Mad-Eye Moody. His wooden leg was gone, the socket that should have held the magical eye looked empty beneath its lid, and chunks of his grizzled hair were missing. Harry stared, thunderstruck, between the sleeping Moody in the trunk and the unconscious Moody lying on the floor of the office. Dumbledore climbed into the trunk, lowered himself, and fell lightly onto the floor beside the sleeping Moody. He bent over him. â€Å"Stunned – controlled by the Imperius Curse – very weak,† he said. â€Å"Of course, they would have needed to keep him alive. Harry, throw down the imposter's cloak – he's freezing. Madam Pomfrey will need to see him, but he seems in no immediate danger.† Harry did as he was told; Dumbledore covered Moody in the cloak, tucked it around him, and clambered out of the trunk again. Then he picked up the hip flask that stood upon the desk, unscrewed it, and turned it over. A thick glutinous liquid splattered onto the office floor. â€Å"Polyjuice Potion, Harry,† said Dumbledore. â€Å"You see the simplicity of it, and the brilliance. For Moody never does drink except from his hip flask, he's well known for it. The imposter needed, of course, to keep the real Moody close by, so that he could continue making the potion. You see his hair†¦Ã¢â‚¬  Dumbledore looked down on the Moody in the trunk. â€Å"The imposter has been cutting it off all year, see where it is uneven? But I think, in the excitement of tonight, our fake Moody might have forgotten to take it as frequently as he should have done†¦on the hour†¦every hour†¦.We shall see.† Dumbledore pulled out the chair at the desk and sat down upon it, his eyes fixed upon the unconscious Moody on the floor. Harry stared at him too. Minutes passed in silence†¦. Then, before Harry's very eyes, the face of the man on the floor began to change. The scars were disappearing, the skin was becoming smooth; the mangled nose became whole and started to shrink. The long mane of grizzled gray hair was withdrawing into the scalp and turning the color of straw. Suddenly, with a loud clunk, the wooden leg fell away as a normal leg regrew in its place; next moment, the magical eyeball had popped out of the man's face as a real eye replaced it; it rolled away across the floor and continued to swivel in every direction. Harry saw a man lying before him, pale-skinned, slightly freckled, with a mop of fair hair. He knew who he was. He had seen him in Dumbledore's Pensieve, had watched him being led away from court by the dementors, trying to convince Mr. Crouch that he was innocent†¦but he was lined around the eyes now and looked much older†¦. There were hurried footsteps outside in the corridor. Snape had returned with Winky at his heels. Professor McGonagall was right behind them. â€Å"Crouch!† Snape said, stopping dead in the doorway. â€Å"Barty Crouch!† â€Å"Good heavens,† said Professor McGonagall, stopping dead and staring down at the man on the floor. Filthy, disheveled, Winky peered around Snape's legs. Her mouth opened wide and she let out a piercing shriek. â€Å"Master Barty, Master Barty, what is you doing here?† She flung herself forward onto the young man's chest. â€Å"You is killed him! You is killed him! You is killed Master's son!† â€Å"He is simply Stunned, Winky,† said Dumbledore. â€Å"Step aside, please. Severus, you have the potion?† Snape handed Dumbledore a small glass bottle of completely clear liquid: the Veritaserum with which he had threatened Harry in class. Dumbledore got up, bent over the man on the floor, and pulled him into a sitting position against the wall beneath the Foe-Glass, in which the reflections of Dumbledore, Snape, and McGonagall were still glaring down upon them all. Winky remained on her knees, trembling, her hands over her face. Dumbledore forced the mans mouth open and poured three drops inside it. Then he pointed his wand at the mans chest and said, â€Å"Ennervate.† Crouch's son opened his eyes. His face was slack, his gaze unfocused. Dumbledore knelt before him, so that their faces were level. â€Å"Can you hear me?† Dumbledore asked quietly. The man's eyelids flickered. â€Å"Yes,† he muttered. â€Å"I would like you to tell us,† said Dumbledore softly, â€Å"how you came to be here. How did you escape from Azkaban?† Crouch took a deep, shuddering breath, then began to speak in a flat, expressionless voice. â€Å"My mother saved me. She knew she was dying. She persuaded my father to rescue me as a last favor to her. He loved her as he had never loved me. He agreed. They came to visit me. They gave me a draft of Polyjuice Potion containing one of my mother's hairs. She took a draft of Polyjuice Potion containing one of my hairs. We took on each other's appearance.† Winky was shaking her head, trembling. â€Å"Say no more. Master Barty, say no more, you is getting your father into trouble!† But Crouch took another deep breath and continued in the same flat voice. â€Å"The dementors are blind. They sensed one healthy, one dying person entering Azkaban. They sensed one healthy, one dying person leaving it. My father smuggled me out, disguised as my mother, in case any prisoners were watching through their doors. â€Å"My mother died a short while afterward in Azkaban. She was careful to drink Polyjuice Potion until the end. She was buried under my name and bearing my appearance. Everyone believed her to be me.† The man's eyelids flickered. â€Å"And what did your father do with you, when he had got you home?† said Dumbledore quietly. â€Å"Staged my mother's death. A quiet, private funeral. That grave is empty. The house-elf nursed me back to health. Then I had to be concealed. I had to be controlled. My father had to use a number of spells to subdue me. When I had recovered my strength, I thought only of finding my master†¦of returning to his service.† â€Å"How did your father subdue you?† said Dumbledore. â€Å"The Imperius Curse,† Moody said. â€Å"I was under my fathers control. I was forced to wear an Invisibility Cloak day and night. I was always with the house-elf. She was my keeper and caretaker. She pitied me. She persuaded my father to give me occasional treats. Rewards for my good behavior.† â€Å"Master Barty, Master Barty,† sobbed Winky through her hands. â€Å"You isn't ought to tell them, we is getting in trouble†¦.† â€Å"Did anybody ever discover that you were still alive?† said Dumbledore softly. â€Å"Did anyone know except your father and the house-elf?† â€Å"Yes,† said Crouch, his eyelids flickering again. â€Å"A witch in my father's office. Bertha Jorkins. She came to the house with papers for my father's signature. He was not at home. Winky showed her inside and returned to the kitchen, to me. But Bertha Jorkins heard Winky talking to me. She came to investigate. She heard enough to guess who was hiding under the Invisibility Cloak. My father arrived home. She confronted him. He put a very powerful Memory Charm on her to make her forget what she'd found out. Too powerful. He said it damaged her memory permanently.† â€Å"Why is she coming to nose into my masters private business?† sobbed Winky. â€Å"Why isn't she leaving us be?† â€Å"Tell me about the Quidditch World Cup,† said Dumbledore. â€Å"Winky talked my father into it,† said Crouch, still in the same monotonous voice. â€Å"She spent months persuading him. I had not left the house for years. I had loved Quidditch. Let him go, she said. He will be in his Invisibility Cloak. He can watch. Let him smell fresh air for once. She said my mother would have wanted it. She told my father that my mother had died to give me freedom. She had not saved me for a life of imprisonment. He agreed in the end. â€Å"It was carefully planned. My father led me and Winky up to the Top Box early in the day. Winky was to say that she was saving a seat for my father. I was to sit there, invisible. When everyone had left the box, we would emerge. Winky would appear to be alone. Nobody would ever know. â€Å"But Winky didn't know that I was growing stronger. I was starting to fight my father's Imperius Curse. There were times when I was almost myself again. There were brief periods when I seemed outside his control. It happened, there, in the Top Box. It was like waking from a deep sleep. I found myself out in public, in the middle of the match, and I saw, in front of me, a wand sticking out of a boys pocket. I had not been allowed a wand since before Azkaban. I stole it. Winky didn't know. Winky is frightened of heights. She had her face hidden.† â€Å"Master Barty, you bad boy!† whispered Winky, tears trickling between her fingers. â€Å"So you took the wand,† said Dumbledore, â€Å"and what did you do with it?† â€Å"We went back to the tent,† said Crouch. â€Å"Then we heard them. We heard the Death Eaters. The ones who had never been to Azkaban. The ones who had never suffered for my master. They had turned their backs on him. They were not enslaved, as I was. They were free to seek him, but they did not. They were merely making sport of Muggles. The sound of their voices awoke me. My mind was clearer than it had been in years. I was angry. I had the wand. I wanted to attack them for their disloyalty to my master. My father had left the tent; he had gone to free the Muggles. Winky was afraid to see me so angry. She used her own brand of magic to bind me to her. She pulled me from the tent, pulled me into the forest, away from the Death Eaters. I tried to hold her back. I wanted to return to the campsite. I wanted to show those Death Eaters what loyalty to the Dark Lord meant, and to punish them for their lack of it. I used the stolen wand to cast the Dark Mark into the sky. â€Å"Ministry wizards arrived. They shot Stunning Spells everywhere. One of the spells came through the trees where Winky and I stood. The bond connecting us was broken. We were both Stunned. â€Å"When Winky was discovered, my father knew I must be nearby. He searched the bushes where she had been found and felt me lying there. He waited until the other Ministry members had left the forest. He put me back under the Imperius Curse and took me home. He dismissed Winky. She had failed him. She had let me acquire a wand. She had almost let me escape.† Winky let out a wail of despair. â€Å"Now it was just Father and I, alone in the house. And then†¦and then†¦Ã¢â‚¬  Crouch's head rolled on his neck, and an insane grin spread across his face. â€Å"My master came for me. â€Å"He arrived at our house late one night in the arms of his servant Wormtail. My master had found out that I was still alive. He had captured Bertha Jorkins in Albania. He had tortured her. She told him a great deal. She told him about the Triwizard Tournament. She told him the old Auror, Moody, was going to teach at Hogwarts. He tortured her until he broke through the Memory Charm my father had placed upon her. She told him I had escaped from Azkaban. She told him my father kept me imprisoned to prevent me from seeking my master. And so my master knew that I was still his faithful servant – perhaps the most faithful of all. My master conceived a plan, based upon the information Bertha had given him. He needed me. He arrived at our house near midnight. My father answered the door.† The smile spread wider over Crouch's face, as though recalling the sweetest memory of his life. Winky's petrified brown eyes were visible through her fingers. She seemed too appalled to speak. â€Å"It was very quick. My father was placed under the Imperius Curse by my master. Now my father was the one imprisoned, controlled. My master forced him to go about his business as usual, to act as though nothing was wrong. And I was released. I awoke. I was myself again, alive as I hadn't been in years. â€Å"And what did Lord Voldemort ask you to do?† said Dumbledore. â€Å"He asked me whether I was ready to risk everything for him. I was ready. It was my dream, my greatest ambition, to serve him, to prove myself to him. He told me he needed to place a faithful servant at Hogwarts. A servant who would guide Harry Potter through the Triwizard Tournament without appearing to do so. A servant who would watch over Harry Potter. Ensure he reached the Triwizard Cup. Turn the cup into a Portkey, which would take the first person to touch it to my master. But first -â€Å" â€Å"You needed Alastor Moody,† said Dumbledore. His blue eyes were blazing, though his voice remained calm. â€Å"Wormtail and I did it. We had prepared the Polyjuice Potion beforehand. We journeyed to his house. Moody put up a struggle. There was a commotion. We managed to subdue him just in time. Forced him into a compartment of his own magical trunk. Took some of his hair and added it to the potion. I drank it; I became Moody's double. I took his leg and his eye. I was ready to face Arthur Weasley when he arrived to sort out the Muggles who had heard a disturbance. I made the dustbins move around the yard. I told Arthur Weasley I had heard intruders in my yard, who had set off the dustbins. Then I packed up Moody's clothes and Dark detectors, put them in the trunk with Moody, and set off for Hogwarts. I kept him alive, under the Imperius Curse. I wanted to be able to question him. To find out about his past, learn his habits, so that I could fool even Dumbledore. I also needed his hair to make the Polyjuice Potion. The other ingredients were easy. I stole boom-slang skin from the dunge ons. When the Potions master found me in his office, I said I was under orders to search it.† â€Å"And what became of Wormtail after you attacked Moody?† said Dumbledore. â€Å"Wormtail returned to care for my master, in my father's house, and to keep watch over my father.† â€Å"But your father escaped,† said Dumbledore. â€Å"Yes. After a while he began to fight the Imperius Curse just as I had done. There were periods when he knew what was happening. My master decided it was no longer safe for my father to leave the house. He forced him to send letters to the Ministry instead. He made him write and say he was ill. But Wormtail neglected his duty. He was not watchful enough. My father escaped. My master guessed that he was heading for Hogwarts. My father was going to tell Dumbledore everything, to confess. He was going to admit that he had smuggled me from Azkaban. â€Å"My master sent me word of my father's escape. He told me to stop him at all costs. So I waited and watched. I used the map I had taken from Harry Potter. The map that had almost ruined everything.† â€Å"Map?† said Dumbledore quickly. â€Å"What map is this?† â€Å"Potter's map of Hogwarts. Potter saw me on it. Potter saw me stealing more ingredients for the Polyjuice Potion from Snape's office one night. He thought I was my father. We have the same first name. I took the map from Potter that night. I told him my father hated Dark wizards. Potter believed my father was after Snape. â€Å"For a week I waited for my father to arrive at Hogwarts. At last, one evening, the map showed my father entering the grounds. I pulled on my Invisibility Cloak and went down to meet him. He was walking around the edge of the forest. Then Potter came, and Krum. I waited. I could not hurt Potter; my master needed him. Potter ran to get Dumbledore. I Stunned Krum. I killed my father.† â€Å"Noooo!† wailed Winky. â€Å"Master Barty, Master Barty, what is you saying?† â€Å"You killed your father,† Dumbledore said, in the same soft voice. â€Å"What did you do with the body?† â€Å"Carried it into the forest. Covered it with the Invisibility Cloak. I had the map with me. I watched Potter run into the castle. He met Snape. Dumbledore joined them. I watched Potter bringing Dumbledore out of the castle. I walked back out of the forest, doubled around behind them, went to meet them. I told Dumbledore Snape had told me where to come. â€Å"Dumbledore told me to go and look for my father. I went back to my father's body. Watched the map. When everyone was gone, I Transfigured my father's body. He became a bone†¦I buried it, while wearing the Invisibility Cloak, in the freshly dug earth in front of Hagrid's cabin.† There was complete silence now, except for Winky's continued sobs. Then Dumbledore said, â€Å"And tonight†¦Ã¢â‚¬  â€Å"I offered to carry the Triwizard Cup into the maze before dinner,† whispered Barty Crouch. â€Å"Turned it into a Portkey. My master's plan worked. He is returned to power and I will be honored by him beyond the dreams of wizards.† The insane smile lit his features once more, and his head drooped onto his shoulder as Winky wailed and sobbed at his side.

Behaviourists Explain Maladaptive Bbevaviour in Terms

ESSAY TITLE: â€Å" BEHAVIOURISTS EXPLAIN MALADAPTIVE BEHAVIOUR IN TERMS OF THE LEARNING PRINCIPLES THAT SUSTAIN AND MAINTAIN IT. DISCUSS THIS STATEMENT AND SHOW HOW A BEHAVIOURIST’S APPROACCH TO THERAPY IS IN STARK CONTRAST TO A PSYCHOANALYTIC ONE† Behaviourism is a movement within psychology that works on the principle that all behaviour is â€Å"learned† , that we were all born with a â€Å"blank slate†.Behavioural approaches use strict experimental measures to study observable behaviour ( or responses ) in relation to the environment, thus resulting in the maladaptive behavioural approaches that we employ to deal with our learning. Behaviourism was first developed in the early 20th century by an American psychologist John B Watson, who at the time was working in the field of animal psychology. He believed that all behaviour was observable and therefore scientific, and worked on the principle and study of the association between a stimulus and response. Watson did not deny the existence of inner experiences, but insisted that they could not be studied because they were not observable ) Watson’s stimulus and response theory of psychology claimed that all complex forms of behaviour – emotions, habits etc – are seen as composed of simple muscular and glandular elements that can be observed and measured, and that emotional reactions are learned in much the same way. Watson aimed to prove his beliefs with laboratory experiments, and one of these experiments was known as â€Å" The Little Albert Experiment†.Little Albert was a small young boy of about 18 months of age , Young Albert would sit happily on the floor and play with a white rat. Young Albert did not like loud noises, and on the presentation of the rat, scientists would clang two metal rods together behind Young Albert’s head, which resulted in screaming from young Albert. The result of this â€Å" conditioning† experiment was that Alb ert came to associate the rat with fear, and on following presentations of the rat, young Albert displayed considerable fear.Around the turn of the 20th century, another American psychologist Edward Lee Thorndike, investigated how animals learn, in one experiment he placed a cat in a â€Å"puzzle box† and measured the time it took to escape. Over a number of trials, the time taken to escape decreased, and from this observation he developed the â€Å"law of (positive) effect†, which states that any behaviour leading to a positive outcome will tend to be repeated in similar circumstances. If we like the consequences of our actions then the actions are likely to be repeated, this ype of learning was known as operant conditioning . Thorndike’s work was developed by such behaviourist’s such as B. F. Skinner. Skinner approach to psychology was scientific, his views came from Darwin’s theories of evolution. Skinner focused on the environment as a cause fo r human behaviour, he did not think that people acted for moral reasons, believing they reacted in response to their environment. For example: a person might do a good thing not for moral reasons, but for the rewards received for the act.Skinner believed that the mental process was irrelevant. To prove his theories skinner invented what is now referred to as the â€Å" skinner box†. This was a small box with a lever mechanism inside that dispensed a food pellet when pressed. Many experiments were done using this box system, and in one of these experiments a rat was rewarded with a food pellet on every press of a lever ( condition A). In another condition ( condition B ) the rat was only rewarded with a food pellet only sometimes when pressing the lever.They found that rat B pressed the lever much more! Why was this? Because the lever pressing was only occasionally rewarded, it took longer to figure out that in no longer worked. Skinner believed that reinforcement is a key con cept in behaviourism, that it increases the likelihood that an action will be repeated in the future, however, punishment on the other hand, will reduce the likelihood that an action will be repeated. For example: shouting at a child who is behaving in an irritating way, might in fact lead to the behaviour appearing more frequently.The shouting therefore, is seen as reinforcing( providing attention) rather that punishing. Ivan Pavlov was a Russian physiologist who studied the digestion of dogs, he found that laboratory dogs would salivate at the sight of a food dish, from this he reasoned that the dogs learned an association between the dog bowl and the food it usually contained. In behavioural terms the food ( the unconditioned stimulus or UCS) had been associated with the bowl ( the conditioned stimulus or CS) giving rise to the conditioned response or CR of the dog salivating at the sight of the bowl.In these terms the unconditioned response or UCR would be the dog salivating at the sight of food. In further experiments a bell was continually rung immediately before feeding, Pavlov was able to condition a dog to salivate whenever a bell was rung. After a period of conditioning, Pavlov discovered the dog would salivate at the sound of a bell even if no food was forthcoming, and by pairing the conditioned stimulus of the bell with a light, he could get the dog to salivate at the presentation of the light only, even though the light and the food had never been presented together.This type of conditioning demonstrates how readily behaviour will form predictive associations. This learnt behaviour was called classical conditioning. In terms of human behaviour classical conditioning involves involuntary behaviour such as a fear response, they can be elicited, meaning you can do something that produces an involuntary response. Operant conditioning involves voluntary behaviours. Voluntary behaviours are those that cannot be made to happen, meaning that you cannot ge t those behaviours until someone carries them out.Behavioural approaches assume that what is learned may be unlearned, and explains why phobias tend to get worse as time goes on. When you meet you fear, your fear level rises (fight)and so does your level of adrenaline. If you avoid the fear ( flight) you will reduce the fear and your level of adrenaline. This is the connection between your fear and your response to it. The result from this is a maladaptive behaviour, often with an avoidance and a rise in anxiety levels, leading to stress and other ways of behaviour and coping strategies.Social learning theory is another approach to behaviourism of Albert Brandura , it emphasizes the importance of observing and modelling behaviours, attitudes, and emotional reactions of others, Brandura pointed out that much of what we learn is in the consequence of observation, indirect rewards/punishments and modelling. (www. psychology. org) What are the behavioural approaches to therapy? Behaviou ral therapy concentrates on taking away the old responses or conditioning new ones, there are a number of techniques that can be used: * Systematic desensitisation ( experiences in imagination) * In vivo exposure ( experiences in reality)The way in which these techniques work is that it is difficult to feel two opposing states at the same time ie, relaxation and fear. The client will be coached in relaxation techniques and then encouraged to remain relaxed whilst imagining themselves in a mildly frightening situation, once able to do this, they will be encouraged to imagine themselves in a more slightly distressing situation and so on. * Flooding Flooding is a behavioural technique that relies on the idea that it is not possible to maintain a state of fear indefinitely.Flood therapy will expose the client to the fear / situation until their fear drops to normal, the idea that when released from that fear their fear level will drop to a normal and acceptable tolerance. * Selective re inforcement This is based on operant conditioning, and for example: in schools and at home any good behaviour is reinforced by means of reward. * Modelling This makes use of observational learning, the client will watch the therapist/teacher and copy what they do. This gives the opportunity to view adaptive behaviour on which to base a new response. * Cognitive behaviourThis is another approach to psychology, the origin of the word â€Å" cognitive† comes from Latin, which means to â€Å"know and understand†. This perspective is directly linked with the internal mental processes of thought, such as memory, problem-solving, thinking and language. The cognitive psychological perspective is seen as a response to behaviourism because cognitive psychologists see humans as rational beings and not as programmed animals with no ability to think. The study of the mental processes is not observable, which does contrast with â€Å" traditional behaviourists ideas†, which i s to study only observable ways.The focus of cognitive psychologists is the way the brain processes information ( stimuli) received ( input ) which leads to a certain behaviour ( output ). This process is often compared with the computer function, however this comparison is not too coherent because the human mind/brain, is far more advanced than a computer. Humanistic psychologists see this approach as cold because the cognitive psychologists ignore any emotions any individual may have, and may well prove everything in a way that is too clinical.All mental processes are investigated scientifically, which is good to cognitive behaviour. (I apologize that i slightly went off track with the reference to the humanistic approach, but i felt it very relevant to compare a behavioural approach with the humanistic approaches such as Maslow and Rogers) There is a belief in behavioural therapy that human behaviour does not just happen, but is caused by environmental events that cannot be contr olled, and this has been criticised by other approaches for ignoring learning due to evolution.This can also be said about human behaviour and the relevance to food, diet and nutrition. It is a known fact certain foods have chemicals that do alter one’s behaviour, and in the day’s of food being tampered with and injected with growth hormones, one has to be aware of this. It is now at this point in the essay that i will turn to the view of the psychoanalytic one and their view to the behavioural approach in therapy. Psychoanalytic approach to behaviourism One thing that is certain, and that few textbooks of psychology ignore Freud and many are built around his theories† â€Å"Freud’s approach was as logical and his findings as carefully tested as Pavlovs† â€Å"The foundation of Freud’s method-psychic determination and the relentless logic of free association are scientific† â€Å"Freud’s method was to take everything anybody sa id at any time or place regardless of truth or falsity in terms of external reality to be used as basic data in revealing the dynamics of the personality† â€Å"Freud devised a means of diagnosing man’s troubles, not of suppressing them, and the emotions we suppress are the mental equivalents that all is not well within the body† (Freud and the Post Freudians. J. A. C. Brown) Freud, first published his psychoanalytic theory of personality in which the unconscious mind played a crucial role. Freud combined the then current notions of consciousness, perception and memory with the ideas of biologically based instincts, to make a new theory of psychodynamics. Freud’s theory, which forms the basis of the psychodynamic approach, represented a major challenge to behaviourism. Freud’s theory of personality was based on the assumption that all behaviour stems from the unconscious mind.He divided the personality into three different parts, that of the id, the ego and the super-ego, which Freud believed were often in conflict with each other. * The id operates on the pleasure principle seeking immediate gratification. * The ego obeys the reality principle and plans for the future * The super-ego is conscious and makes us aware of our moral standards Freud believed that we all have a stream of psychic energy, he called this constant psychic energy the libido, reflecting that the sex drive was a primary life instinct. If this energy was suppressed, the energy would seek out another outlet, such as in dreams and/or neurotic behaviour. Freud believed we go through several personality developmental stages in the early years of life.He called these stages the psychosexual stages. During each of these stages the pleasure seeking impulses of the id focus on a particular part of the body. The first year of life Freud called the oral stage, whereby babies derived pleasure from sucking and/or nursing. The second stage was termed the anal stage, and Freud believed infants derived pleasure from withholding and expelling faeces. The next stage was the phallic stage where the child derived pleasure from his or her genitals. During the phallic stage the child reached a conflict called the oedipal conflict , whereby Freud believed the anxiety caused was the basis of all later anxieties.The oedipal conflict resolved at the latency period, which lasted from the age of seven to twelve, and during this time children became less concerned with their bodies and turned their attention to life skills, and finally adolescence and puberty brought about the genital stage, which is the mature stage of adult sexuality. Freud placed much emphasis on child development believing that if the child at any given time was denied the gratification needed in each stage, then a maladaptive behaviour was to take place, for example: a man might be hostile towards his boss, an older co-worker, and all other â€Å"parent figures† in his life because h e is unconsciously re-enacting childhood conflicts with an overprotective parent.The psychoanalyst would help the client recognise his hidden, pent up anger toward the parent, experience it, and trace how this unconscious source of continuing anger and the defences around it have been creating problems. (Psychology Bernstein) Freud believed that many clues to the unconscious lie in the constant stream of thoughts, feelings, memories and images experienced by all people. These clues can be uncovered and understood if the client relaxes defences that block or distort the stream of consciousness. Thus, one of the most basic techniques of psychoanalysis is free association, in which the client relaxes, often lying on a couch, reporting everything that comes to mind as soon as it occurs, no matter how trivial, bizarre, or embarrassing it may seem.Clues to the unconscious may appear in the way thoughts are linked, rather than in the thoughts themselves. For example: if the client stops ta lking or claim that their minds are blank, the psychoanalyst may suspect that unconscious defence mechanisms are keeping threatening material out of the consciousness. The interpretation of dreams is another one of Freud’s ideas, and psychoanalysts believe that dreams express wishes, impulses and fantasies that the dreamer’s defences keep unconscious during waking hours. The psychoanalyst will look at the client’s thoughts and behaviours, and will help the client to become aware of all the aspects of their personality, including the defences and the unconscious material behind them.The basic strategy is to construct accurate accounts of what has happened to the client ( but has been â€Å" forgotten†) and what is happening to the client ( but is not understood), and in this way help the client to see their maladaptive behaviour towards their life. â€Å"The psychodynamic approach emphasizes internal conflicts, mostly unconscious, which usually pit sexual or aggressive instincts against environmental obstacles to their expression†( Psychology Bernstein) â€Å"The psychodynamic approach holds, that all behaviour and mental processes, reflect constant and mostly unconscious struggles within each person. Usually these struggles involve conflict between the impulse to satisfy instincts or wishes( for food, sex or aggression for example ) and the restrictions imposed by society.From this perspective, a display of violence ( or hostility, or even anxiety)reflects the breakdown of civilizing defences against the expression of primitive urges â€Å"(Psychology Bernstein) â€Å" the psychodynamic approach assumes that if clients gain insight into underlying problems, the symptoms created by those problems will disappear† ( Psychology Bernstein) Conclusion Although there are clear divisions in these two approaches, there is a case that the perspectives and the research, have contributed a great deal to understanding human behav iour. Therefore it is worth remembering that psychology is a dynamic science and new theories and experiments are conducted every day.As technology advances so does the field of psychology, and the study of human behaviour needs to be with the use of all the approaches that are available, whether it be behaviourism, psychoanalytic, psychodynamic, Jungian, humanistic, integrated or whatever the approach that is being used. After all, we are all unique, and one cap certainly does not fit all! However, because the classical psychoanalytic treatment may require as many as three to five sessions per week, usually over several years the cost is of consideration both in private practice and within the national health system, and this may well reflect the reason why the behavioural approach of CBT/REBT is widely used within such quarters. ( Psychology Bernstein) REFERENCES First steps in counselling Sanders 2010 Freud and the Post Freudians J. A. C. Brown 1985 www. psychology. org Psycholog y Third Edition Bernstein, Stewart, Roy, Srull, Wickers 1994